A Teacher-Consultation Approach to Social Skills Training for Pre-Kindergarten Children: Treatment Model and Short-Term Outcome Effects

This study evaluated the post-treatment outcome effects of a classroom-based social skills program for pre-kindergarten children, using a teacher-consultation model. The pre-K RECAP (Reaching Educators, Children, and Parents) program is a semi-structured, cognitive-behavioral skills training program that provides teachers with in-classroom consultation on program implementation and classroom-wide behavior management. Data on children's social skills and behavior problems were collected from parents and teachers at pre- and post-treatment, for 149 children aged 4–5 years (of whom 56% were girls). Significant treatment effects were found for teacher but not parent reports, with treatment group children improving significantly more than comparison group children in their teacher-rated social skills and internalizing and externalizing problems. These results provide some preliminary support for the efficacy of the program on children's social skills and behavior problems, and for a teacher-consultation model for training teachers to implement school-based mental health programs.     

3～6岁幼儿好奇心结构探索与验证性因子分析

以幼儿园3～6岁幼儿为对象,通过80名幼儿教师对480名幼儿好奇心行为特征描述的开放式问卷调查,编制出60个项目的初始问卷,对500名幼儿的初测结果进行探索性因子分析后,形成了33个项目的正式问卷,对1000名幼儿的评价结果进行验证性因子分析,结果表明:教师评价的3～6岁幼儿好奇心结构包括敏感、对未知事物的关注、好问、喜欢摆弄、探索持久和好奇体验6个因子。     

“工作价值观-职务特征”匹配对工作倦怠的影响研究

工作倦怠是近年来工业和组织心理学及职业健康领域的一个研究热点,本研究的目的是着重检验"工作价值观-职务特征"匹配对工作倦怠的影响.根据2家企业118份调查问卷的结果对工作倦怠量表和"工作价值观-职务特征"问卷做了修订.然后在8家非服务性企业进行了调查,316份有效问卷的调查进一步验证了工作倦怠量表具有良好的构想效度和信度;人口统计学变量性别、年龄在工作倦怠上有显著差异;通过相关分析结果表明,"工作价值观-职务特征"匹配各维度与工作倦怠各维度显著相关;进一步的逐步回归分析表明,任务特征在任务依存性和任务自主性的两个维度的匹配对情绪衰竭有负向预测作用,任务自主性匹配还对工作怠慢维度有负向预测作用.     

A pragmatic trial evaluating the effectiveness of web versus live training in functional behavior assessment and interventions among special educators

This study adopted a pragmatic trial with randomization to investigate the relative effectiveness of web versus live training on special educators' competence and perceived skills in functional behavior assessments (FBA) and behavior interventions. Pragmatic trials seek to determine the effectiveness of an intervention in a real-world setting to ensure better application and generalizability in routine practice conditions. The live training group received an in-person workshop delivered in a lecture format via powerpoint slides. The web training group received asynchronous online instruction via a secure website. The same training content was delivered to both groups. Participants were randomly assigned across both instructional modalities and completed two pre- and post-test measures. Results indicated that participants (N = 104) in both groups showed a significant increase in theoretical competence of FBA and behavior interventions post training. Only participants in the live workshop group reported a significant increase in perceived skill scores. When comparing outcomes across groups, the live training group gained significantly more theoretical competence in FBA and behavior interventions than that in the web training group. These results shed light on the practical implications of online platforms for professional development among in-service teachers in behavior management for schools with children having disabilities and challenging behavior.     

Therapist attitudes and countertransference as predictors of professional quality of life and burnout among psychotherapists

This study aimed to examine the role of attitudes towards psychotherapy and countertransference dimensions as predictors of professional quality of life and burnout among psychotherapists in Iran. Participants were 259 psychotherapists who worked in mental health centres in Tehran (Iran), and they completed the Professional Quality of Life questionnaire, the Therapist Response Questionnaire and the Therapist Attitudes Scale. Professional quality of life was associated with countertransference dimensions and attitude towards psychotherapy. This study concludes that psychotherapists can benefit from working on their specific countertransference issues and re-evaluating their basic attitudes towards psychotherapy to achieve the highest levels of professional satisfaction. Culture may play a role in a specific therapist's attitude and difficulties in addressing certain aspects of countertransference.     

When not teaming up puts parents at risk: Coparenting and parental burnout in dual-parent heterosexual families in Switzerland

Parental burnout refers to loss of energy and pleasure in the parental role. It is predictive of psychopathological outcomes in parents and dysfunctional parenting behaviors. Support of parental duties is central to alleviation of parental burden and prevention of burnout. Coparenting is the concept related to interparental mutual support in rearing a child. However, the links between coparenting and parental burnout have yet to be assessed. We thus aimed in this study to assess which dimensions of coparenting are linked with parental burnout. A total of 306 participants from the French-speaking part of Switzerland (120 fathers, 186 mothers) completed online questionnaires about parental burnout, their coparental relationship, and sociodemographic characteristics. We performed hierarchical regressions, entering sociodemographic characteristics in a first block and coparenting dimensions in a second block. Results showed that (i) a higher number of children and having younger children are linked to higher burnout; (ii) coparenting exposure to conflict is related to higher burnout, whereas endorsement of the partner's parenting is related to lower burnout; and (iii) no interaction effect occurs between sociodemographic characteristics and coparenting variables. Coparenting thus significantly contributes to the occurrence of burnout syndrome. Working on the coparental relationship preventively in parental educational programs or at a relational systemic level in therapy may help prevent burnout. Treating one parent only may not be sufficient to alleviate burnout, as negative coparenting could counter the effect of individual therapy.     

提高教师课堂教学能力方法的实验研究

从教师课堂教学能力、教师能力自我概念、学生对教师课堂教学能力的评价及学生的思维品质等方面探讨了角色改变、摄象自我评价、现场指导三种方法对提高教师课堂教学能力的有效性、结果表明：角色改变、摄象自我评价、现场指导三种方法的合理结合是提高教师课堂教学能力的较好方法;教师课堂能力的不同维度其发展速度不同,依次为：认知能力、操作能力和监控能力;教师课堂教学能力的发展是受其自我概念发展水平影响的;教师课堂教学能力的提高促进了学生思维的深刻性、灵活性、独创性、批判性等思维品质的发展。     

Job stressors,Type A behavior,coping responses,and psychological burnout among teachers

This study examined a research model developed to understand psychological burnout in work settings. Data were collected from 473 teachers and school administrators using questionnaires completed anonymously. Four groups of predictor variables identified in previous research were considered: individual demographic and situational variables, Type A behavior, job Stressors and coping responses. Type A behavior, job Stressors and coping responses were significantly and independently related to levels of psychological burnout.